ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Behnamfar   R. (1)
Zameni   F. (*)
Enayati   T. (1)






(*) Educational Sciences Department, Human Sciences Faculty, Sari Branch, Islamic Azad University, Sari, Iran
(1) Educational Sciences Department, Human Sciences Faculty, Sari Branch, Islamic Azad University, Sari, Iran
(1) Educational Sciences Department, Human Sciences Faculty, Sari Branch, Islamic Azad University, Sari, Iran

Correspondence

Address: Human Sciences Faculty, Islamic Azad University of Sari, 7th Kilometer of Darya (Farahabad) Road, Khazar Square, Sari, Iran. Post Box: 48164-194
Phone: +981133032891
Fax: +981133032891
f_zameni@yahoo.com

Article History

Received:  July  25, 2015
Accepted:  August 5, 2015
ePublished:  August 10, 2015

BRIEF TEXT


… [1-17] Lack of dialogue creates an atmosphere of silence and lack of participation of students in class discussion, and leads to the formation of silence in the classroom [18]. Silence in the classroom can be defined as lack of inclusive participation in education process i.e. lack of giving comments, lack of participating in classroom discussions, not asking questions and giving responses to the teacher and classmates questions [19].

Few studies have been conducted in terms of classroom silence especially in the educational system of Iran. Also, among the conducted studies, no study was found regarding the role of dissatisfaction with the field of the study on the emergence of this phenomenon.

This study aimed to investigate the effect of dissatisfaction with the field of study on emergence of silence behavior in the classroom.

This is a descriptive study.

Yazd Shahid Sadoughi University of Medical Sciences students studied in the academic year 2014-2015 were enrolled the study.

Using Morgan-Krejcie table and based on the estimated population size of 5700, the minimum sample size was calculated 361 participants. 450 questionnaires were distributed, and finally data contained in 382 questionnaires were entered the analysis process. The sampling was stratified type based on the schools.

A three-part researcher made questionnaire was used to collect data. The first part of this questionnaire was related to demographic characteristics of the sample; the second part was related to the classroom silence with 14 questions in 5-point Likert scale (from totally agree with one score to totally disagree with 5 scores, after recoding), and the third part was related to satisfaction with the field of study with 10 questions in 5-point Likert scale (from totally agree with 5 scores to totally disagree with one score). Content validity of these tools had been confirmed after the psychometric process. The reliability of the tools using Cronbach`s Alpha was calculated 0.91 and 0.92 for the questionnaire for measuring classroom silence and questionnaire for measuring the satisfaction with the field of study, respectively. Data analysis was conducted using SPSS 16 software and descriptive and inferential statistics. In order to evaluate the students` level of satisfaction of their academic disciples and formation of silence behavior in the classroom One-sample Kolmogorov-Smirnov test was used; to investigate the impact of gender on course satisfaction and classroom silence, Mann-Whitney test was used; Kruskal-Wallis test was used to investigate the effect of educational level on course satisfaction and classroom silence, and simple linear regression was used to investigate the impact of dissatisfaction with field of study on emergence of silence behavior in the classroom.

From the total participants in the study, 260 (68.1%) were female, and 122 (31.9%) were male. Distribution of samples in different educational levels was as followings: 161 (42.2%) were undergraduates; 42 (11.0%) were post graduates; 23 (6.0%) were PHDs; 149 (39%) were studying general physician and 7 (1.8%) were professional residency students. The total score of students` major dissatisfaction in students of Yazd Shahid Sadoughi University of Medical Sciences was 2.29 ± 0.45 and the total mean score of the emergence of classroom silence behavior (reverse scoring) was 2.56 ± 0.39. There was no significant difference between the means of dissatisfaction with discipline and classroom silence based on gender. However, there was a significant difference between the means of dissatisfaction with discipline and the level of education i.e. students in higher level of education had more satisfaction with their field of study and more cooperation in the classroom (Table 1). Dissatisfaction with the field of study had an influence on the formation of silence in the classroom and was explaining 0.227 of its variability. In other words, with each unit increase in dissatisfaction with the discipline, the classroom silence increased 0.227 units.

In other studies [5, 6, 8, 9, 20-22], students are satisfied with their choice of field of study and they are interested in their discipline which are consistent with the result of this study in the dimension of satisfaction with the field of study. The level of satisfaction with the field of study was higher in the graduate and doctoral students compared to the students in bachelor`s level. Academic achievement is one of the results of satisfaction with the field of study [12, 23]. … [24-29] Students reject the silence behavior and they believe in participation in the classroom. Student who is not interested in his field of study does not have enough incentives for studying appropriately in his field, and this can lead to poor cognitive structure regarding his discipline and emergence of silence [28, 30, 31].

The universities should provide a plan to advice to the students who are dissatisfied with their field of study.

Lack of any research on formation of silence and inappropriate collaboration of some students were the limitations of the current study.

Dissatisfaction with discipline affects the lack of students` participation in the process of education and emergence of classroom silence.

All Professors and students at Yazd Shahid Sadoughi University of Medical Sciences are appreciated.

This research has no conflict of interest.

This research did not require receiving any ethical approval.

This research has been funded by the authors.

TABLES and CHARTS

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